As a prerequisite for this course, students must have 60 credits, of which 52,5 must have been passed within the main area of English and learning.

This course is part of the English and Education Master’s Programme.

The course aims for students to deepen their knowledge in regard to subject didactic research, scientific basis and proven experience. The course also aims for students to further develop their ability to carry out a larger scientific study in the field of English and education.

The course deals with traditions, research approaches, theories and methods in the field of English and Education. The thesis comprises an empirical investigation, a change and development work, an analysis centred on an original performative or creative work, or a text/documentation study.

On completing of the course, students will be able to:

• independently formulate a scientific problem that is relevant to language or literature didactics, and thus also for the profession,
• present and critically review research within the chosen problem area and draw conclusions for their own study,
• justify and argue for a suitable theoretical and methodological approach based on the chosen problem, in reference to standard ethical considerations,
• analyze and interpret collected material in reference to theoretical perspectives,
• draw conclusions from the investigation and argue for the importance of the work for future research,
• present their work in a scientific text that is well organized and formally and linguistically correct,
• communicate and defend their work and oppose another work.

The course includes various learning activities such as lectures, supervision sessions and seminars. The learning activities are developed cooperatively by students and their supervisors using the course objectives and learning outcomes as their basis. The work during the course is mainly carried out independently with the support of a supervisor.

The form of examination is an investigative and argumentative scientific text. The ability of students to communicate and defend their work and to oppose another work is assessed in an opposition seminar.

Grading criteria for the course are announced by the course coordinator at the start of the course.

The basis for all assessments must be such that individual performance can be distinguished.

Bryman, Alan (2016). Social Research Methods. Oxford: Oxford University Press (300 s)

Additional course literature is selected by the student in consultation with the supervisor.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.